Our School Special Needs Coordinator (SENco) is Mr Ross Browne. 

Talbot Primary school is an inclusive school where every child matters; we aim to address children’s needs and support their development in the most appropriate way possible and celebrate effort as much as achievement. Our school’s SEND information report is available on this website (see link below), detailing our philosophy in relation to SEND.

Additional and/or different provision is currently being made in school for children with a range of needs, including:

Cognition and Learning – Moderate learning difficulties; Specific learning difficulties - dyslexia, dyspraxia.

Sensory, Medical and Physical – hearing and sight impairment and sensory processing difficulties

Communication and Interaction – autistic spectrum condition, selective mutism, speech and language difficulties.

Social, Emotional and Mental Health – attention deficit hyperactivity disorder.

We are fortunate to have an experienced Inclusion Team who all specialise in different areas: Pastoral, EAL, Specific Learning Difficulties, Behavioural support.

All our staff are trained each year on the needs of new pupils joining the school – this can include training from specialist agencies or consultants, as well as from our SENCo or other staff with relevant expertise. SEND training forms part of the continuing professional development of all teachers and TAs and is organised in accordance with the needs of our children.

The school works with Outreach Services from specialist settings who advise us on provision and we have targeted, additional in-school support in place such as Speech and Language and Play Therapy.

We also know how vital working in partnership with parents is, if children are to find school a positive and rewarding experience.  On the website you will find links that will help you to support your child and further information about the variety of support that we as a school provide for our pupils.

Detailed below is the process if you wish to raise concerns about your child and SEND.

 

 

1. It is always advisable to speak to your child’s class teacher first, as they know your child the best. Their quality first teaching will support your child with any need they might have, and it is likely that they will have sought advice from colleagues to ensure they are aware of different approaches to suit your child’s learning. Class teachers will also share any additional strategies that are working well in school to see whether these are useful at home.

2. The class teacher will gather evidence and where appropriate will make adaptations to their practice using our toolkit of specialised resources to best meet the needs of the child.  The teacher will give these changes time to be able to assess whether they are having a positive impact before deciding on next steps. The teacher will communicate with you how things are progressing during this period.

3. The class teacher may refer the child to the SENCo for advice, having logged concerns from parents and/or any observations of their own.

4. Where appropriate an individual education plan will be put in place (an IEP), which is co-created with you. You will have access to the IEP, being able to view it via our SEN system, Edukey, and you can add your comments as well as harnessing the voice of the child.

5. School will monitor and observe. Parents can communicate with the class teacher to discuss improvements or where strategies are not working as well.
6. If concerns continue, the class teacher will direct to the SENCo who will observe and collate all the available information before considering whether a referral is appropriate at that time or if more specialist support can be accessed via external agencies. 

 

In some instances, it may be that a parent feels a child needs a paediatric referral. This may be appropriate once the steps above have been completed. If this is the case, then the following process would commence:

Contact the school pastoral team for parenting support and courses. This is because parents are currently being refused an appointment if they have not undertaken any parenting courses within the last two years.

If concerns continue the class teacher will direct to the SENco who will observe, collate all of the available information before considering whether a referral is appropriate at that time.

Once a referral has been made to community paediatrics it will be triaged by their team. If further investigation is deemed appropriate a child may be put on the waiting list to see a Paediatrician.

There is currently a 2-year waiting list in BCP.

If further support is needed in the interim, then a meeting can be arranged with the school SENCo, class teacher and yourself. This discussion will give you the opportunity to give your opinions, listen to our views and ask any questions. Most importantly, your child’s needs will be discussed and how they may be met. These meetings can be arranged via the school office.

Should any concerns arise, other than academic, it may be that our Pastoral Care team are best placed to support both child and family with any concerns you may have. School will direct that support. 

We pride ourselves on building positive relationships with our parents and want to work closely with you. We are open and honest with parents and hope that you can do the same with us. Ultimately, we share the same aim which is to ensure that our children thrive and achieve and therefore we will do what we can to enable this.

In the area of special needs, there are many different acronyms which can be very confusing if you don’t know what they stand for. The list below will hopefully help you decipher some of the acronyms that are used!

ADD: Attention Deficit Disorder

ADHS: Attention Deficit Hyperactivity Disorder

ASD: Autism Spectrum Disorder

CAMHS: Child and Adolescent Mental Health Services

DLD: Developmental Language Disorder

EHCP: Education, Health & Care Plan

EP: Educational Psychologist

EWO: Education Welfare Officer

FOW: Family Outreach Worker

HI: Hearing Impairment

IEP: Individual Education Plan

LA: Local Authority

MLD: Moderate Learning Difficulty

MSI: Multi-Sensory Impairment

ODD: Oppositional Defiant Disorder

OT: Occupational Therapy/Therapist

PD: Physical Disability

PMLD: Profound and Multiple Learning Difficulties

PR: Parental Responsibility

PT: Physiotherapy/Physiotherapist

SALT/SLT: Speech & Language Therapy/Therapist

SC: Social Care

SEN: Special Educational Needs

SEND Special Educational Needs and Disabilities

SENCo: Special Educational Needs Co-ordinator

SLCN: Speech, Language & Communication Needs

SLD: Severe Learning Difficulties

SpLD: Specific Learning Difficulties

TA: Teaching Assistant

VI: Visual Impairment

We strongly believe that achievement and enjoyment go hand in hand and have high expectations in all areas, especially behaviour, progression and attainment.  We want the children who attend Talbot Primary School to develop the characteristics of the Talbot Child and to leave us with the skills and knowledge they need to live a successful life.

Detailed below are further useful links.

 

• Talbot Primary School SEND report

• SEND Collated Responses

• Services providing support, information and advice for SEND (bcpcouncil.gov.uk)

• Activities for children, young people and families (bcpcouncil.gov.uk)

• BCP Council Short Breaks for children and young people with SEND

• Youth Clubs (bcpcouncil.gov.uk)

• Rossmore Family Hub (bcpcouncil.gov.uk)

 

Contact email: senco@talbot.poole.sch.uk